Carlos Ayon

Key discussions during the meeting included updates on the Mission Statement, where changes resulting from the board of trustee's decision led to the removal of the final sentence, which subsequently impacts the ISER. Progress on the IPWG proposal was reviewed, noting an agreement to change 'Director' to 'IMS,' pending finalization by Dr. Olivo. Under new business, the evidence team received seven requests for additional evidence, primarily concerning distance education classes, and requested the submission of 50 syllabi and a list of all spring distance education classes. The recent ACCJC Visiting Teams accreditation open forum was reported as successful, with feedback provided on the Quality Focus Essay. Additionally, members discussed the timeline for reviewing new accreditation standards, agreeing to begin identifying and working on them in April to prepare for potential core inquiries by mid-April.

The meeting included updates on old business items. Progress was reported on the Functional Map development, with plans to present it to the District. A training workshop was conducted for student services professionals regarding the Service Area Outcome project and program review template, with plans for a similar workshop for administrative and operational support. Revised dates were established for the Evidence Extravaganza events. Significant issues with data linking in eLumen were discussed, and the committee decided to focus on resolving current problems with the vendor rather than immediately seeking new software. New business centered on selecting a topic for the Quality Focus Essay (QFE), with the committee leaning towards Diversity, Equity, Inclusion, and Access (DEIA) efforts. Writing team updates covered Standard 4A issues, specifically course descriptions in the catalog, and efforts to communicate the new campus mission statement.

The meeting covered several housekeeping items, including setting the agenda and discussing the distinction between evidence and analysis related to ISER drafts, which resulted in pushing back the second draft deadline. Old business focused on the status of ASC recommendations for improvement, specifically better alignment of planning and resource allocation through proposed short-term solutions involving committee chairs, and the revision of Program Review templates for Student Services and Administrative Services, which will include an improvement plan timeline. New business involved updates on the Weave software, review of the DFM (which may include coordination with the California Virtual College), and the development of recommendations for PAC and Faculty Senate regarding committee page maintenance transparency, and the creation of a workgroup to document the process for prioritizing classified and management positions.

This document is a comprehensive self-study for Fullerton College's instructional programs, intended to inform future planning. It details program contributions to the College's mission, analyzes student enrollment and achievement trends, with a focus on equity issues, and evaluates program student learning outcomes (PSLOs) and course student learning outcomes (CSLOs). The self-study also examines faculty workload, the impact of COVID-19, program effectiveness in general education, external influences, and active learning practices. It includes a section for proposing new strategic action plans based on data analysis and College objectives.

This document outlines the constitution and operational framework for the Associated Students of Fullerton College. It defines the structure, functions, and duties of the Student Senate, Executive Officers, and committees. Key areas covered include election procedures, referenda and amendments, resignation and vacancy protocols, and processes for dismissals, impeachment, and censure, as well as term limits for members. The document serves as a foundational guide for student governance and democratic action.